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Get an overview of this hotel3.5-star Edmonton hotel in Whyte ave, near University of Alberta
Popular property highlights
Located in Whyte ave, this hotel is 0.2 mi (0.3 km) from Varscona Theatre and 1.4 mi (2.3 km) from University of Alberta. Kinsmen Sports Centre and Stollery Children's Hospital are also within 1 mi (2 km). Health Sciences-Jubilee Station is 25 minutes by foot and McKernan-Belgravia Station is 28 minutes.
Hotel Features
This smoke-free hotel features a fitness center, a bar/lounge, and a 24-hour business center. Free buffet breakfast and free WiFi in public areas are also provided. Additionally, valet parking, conference space, and dry cleaning are onsite.
Room Amenities
All 98 rooms provide free WiFi and free wired Internet, flat-screen TVs with cable channels, and conveniences like refrigerators and coffee makers. Guests will also find pillowtop beds, minibars, and room service.
Languages Spoken
- English
Metterra Hotel on Whyte
Hotel Amenities
Hotel Amenities
A bar/lounge is on site where guests can unwind with a drink. A complimentary breakfast is offered each morning. Public areas are equipped with complimentary wired and wireless Internet access.
This 3.5-star property offers access to a 24-hour business center, limo/town car service, and meeting rooms. This business-friendly hotel also offers a fitness center, multilingual staff, and complimentary newspapers in the lobby. Onsite parking is available (surcharge).
Metterra Hotel on Whyte is a smoke-free property.
- Express check-in
- Bar/lounge
- Elevator/lift
- Fitness facilities
- 24-hour front desk
- Conference space
- Free breakfast
- Porter/bellhop
- Express check-out
- Meeting rooms 2
- Dry cleaning/laundry service
- Free WiFi
- Self parking (surcharge)
- Free wired Internet
- Limo or Town Car service available
- Valet parking (surcharge)
- Smoke-free property
- Safe-deposit box at front desk
- Luggage storage
- 24-hour business center
- Total number of rooms - 98
- Television in common areas
- Number of floors - 8
- Number of buildings/towers - 1
- Multilingual staff
- Fireplace in lobby
- Free newspapers in lobby
Family Friendly Amenities
- Family Hotel
- Free Wi-Fi
- Refrigerator
- Cribs/infant beds (complimentary)
Available in all rooms: Free WiFi , Free wired Internet
Available in some public areas: Free WiFi , Free wired Internet
Languages Spoken
- English
Self parking (surcharge), Valet parking (surcharge)
Room Amenities
- Premium TV channels
- Premium bedding
- Hypo-allergenic bedding available
- Air conditioning
- Phone
- Bathrobes
- Free bottled water
- Designer toiletries
- Shower only
- Rainfall showerhead
- In-room climate control (air conditioning)
- Coffee/tea maker
- Desk
- Free local calls
- Hair dryer
- Daily housekeeping
- Iron/ironing board
- Cable TV service
- Flat-panel TV
- Free WiFi
- Free wired Internet
- Blackout drapes/curtains
- Number of bathrooms -
- Minibar
- Private bathroom
- Refrigerator
- Room service (limited hours)
- Free cribs/infant beds
- Pillowtop mattress
Where to Eat
Guests are offered a complimentary buffet breakfast each morning.
Room service (during limited hours) is available.
Nearby Things to Do
Recreational amenities at the hotel include a fitness center.
The recreational activities listed below are available either on site or nearby; fees may apply.
- Golfing nearby
- Hiking/biking trails nearby
If you have requests for specific accessibility needs, please note them at check-out when you book your room.
- Accessible bathroom
- Roll-in shower
- In-room accessibility
Hotel Policies
Check-in time ends at 5:30 AM
Check-in time starts at 3 PM
Minimum check-in age is 18
Check-out time is noon
Payment types
Children and extra beds
- Children are welcome.
- Kids stay free! Children 12 years old and younger stay free when using existing bedding.
- Rollaway/extra beds are not available.
- Free cribs (infant beds)!
- Pets allowed for an extra charge of CAD 20 per pet, per night
- 2 per room (up to 40 lb)
- Restrictions apply
- For more information contact the property at the number on the booking confirmation
You need to know
Extra-person charges may apply and vary depending on property policy.
- The name on the credit card used at check-in to pay for incidentals must be the primary name on the guestroom reservation. Please note that cultural norms and guest policies may differ by country and by property. The policies listed are provided by the property.
Optional extras
- Self parking fee: CAD 15.00 per day (in/out privileges)
- Valet parking fee: CAD 15.00 per day (in/out privileges)
- Pet fee: CAD 20 per pet, per night
Hotel Name
- Hotel Whyte
- Metterra
- Metterra Hotel
- Metterra Hotel Whyte
- Metterra Hotel Whyte Edmonton
- Metterra Whyte
- Metterra Whyte Edmonton
- Metterra Hotel Edmonton
- Metterra Hotel On Whyte Edmonton, Alberta
We should mention
Children 12 years old and younger stay free when occupying the parent or guardian's room, using existing bedding. Guests can arrange to bring pets by contacting the property directly, using the contact information on the booking confirmation (surcharges apply and can be found in the Fees section).


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Bali Swiss Villa
Bali Swiss VillaYou can set Bali Swiss Villa as a wallpaper on your desktop, by clicking the DOWNLOAD button to save it on your computer. Right click on the picture you have saved and select the option "Save image as" or "Set As Background". Picture is provided only for personal use as wallpaper on computers, smartphones or other display devices. If you found any images copyrighted to you, please contact us and the image will be removed in 48 hours. All images are believed to be in public domain website administration has no intention to display any copyright protected images. Tag list:
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subset: commoncrawl


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The cast of Circus explains the science behind the scenes of the Big Apple Circus. See how the natural world creates unnatural wonders. Circus begins Wednesday, Nov 3 at 9pm on WGBH 2 (view clips and schedules).
Centripetal Acceleration
Trick riders may just ride in circles, but that doesn't mean they aren't accelerating. Moving in a circle requires steady changes in direction. This is a form of acceleration directed inward, the same acceleration that we feel when going around bends in a car, and that holds us in our seat on the rollercoaster. In this video, you'll learn the basics of circular motion.
Conservation of Angular Momentum
Ever notice how flying acrobats, gymnasts, ice-skaters and half-pipe snowboarders, tuck in their arms and scrunch up their bodies while spinning in the air? By keeping their arms and legs tucked close to their centers of mass, they are able to rotate faster. This is because, just like linear momentum, the momentum of rotation, called angular momentum, is also conserved.
Conservation of Energy
The aerial acrobatics of the Russian Barre routine require exquisite balance, timing, and years of training. That's not enough though; conservation of energy plays a big role as well. This video explores the basics of the three common forms of energy: potential, kinetic and elastic.
Linear Momentum
Platform trapeze requires athleticism, good timing, and a strong understanding of the principle of conservation of linear momentum. The momentum of a system is the sum of the momenta of all the objects in it. Like energy, the momentum of a closed system is always conserved. In this video you'll learn how platform trapeze artists use this fact to soar beneath the big top.
Newton's Laws of Motion
The dog show looks like chaos in the ring, but the commotion can be explained by just three simple laws of motion. Objects in motion tend to stay in motion. Force equals mass times acceleration. And for every action, there is an equal and opposite reaction. Learn how these three laws--Newton's Laws of Motion--can help make sense out of the outrageous antics of the dog show.
Pendulum Motion
Swinging back and forth, the solo trapeze is a giant pendulum, just like the one in a grandfather clock. The time it takes to swing forward, then back to where it started is called the period. Surprisingly, this time has very little to do with the height of the swing. It depends mainly on the length of the pendulum, the longer the pendulum, the longer the period.
Projectile Motion
Jugglers know that if you throw an object into the air, it will follow a curved path -- as the ball moves horizontally, gravity pulls it down vertically. Physicists call this projectile motion. In this video you will learn why projectile motion is important to jugglers and why it is so hard to juggle multiple objects.
More Science
Changing Seas
Sign-up for WGBH Science updates, WGBH promotions, and previews of what's coming up on WGBH TV.


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By Laura Zuckerman
SALMON, Idaho (Reuters) - A retired U.S. Army colonel on Wednesday offered up his burial plot in the Idaho State Veterans Cemetery to a veteran barred by state marriage laws and military rules from interring her ashes and those of her dead lesbian spouse.
The push by U.S. Navy veteran Madelynn Taylor and a woman she married out-of-state comes as four Idaho lesbian couples are challenging the state's constitutional ban on same-sex marriage and a broader debate over gay nuptials nationwide.
Taylor told a Boise TV station the state military cemetery denied the pair burial as they did not have the Idaho marriage license required under its rules. Her longtime lesbian partner, Jean Mixner, died in 2012.
"I am happy to give my fellow veteran that small peace of mind," retired U.S. Army Colonel Barry Johnson, a 27-year veteran, wrote in an open letter published on Wednesday in the Idaho Statesman newspaper. "And I do it to honor all the great Americans I've served with along the way - gay, straight, whatever."
It was unclear if the cemetery would allow the transfer. The Idaho Division of Veterans Services said the cemetery's policy remains unchanged.
Taylor was undergoing surgery at a veterans hospital in Seattle on Wednesday and could not be reached for comment.
Earlier this month, Taylor told KBOI, the Boise TV station, that she was not surprised the Western state moved to bar the couple's burial. She described the policy as yet another act of discrimination "in death as well as life."
"I don't see where the ashes of a couple of old lesbians are going to hurt anybody," she said.
Idaho's Republican Governor C.L. "Butch" Otter said in a statement that voters in the state spoke in 2006 by approving a constitutional amendment defining marriage as between a man and a woman.
(Reporting by Laura Zuckerman in Salmon, Idaho; Editing by Eric M. Johnson and; Edwina Gibbs)


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Sponsored by the Partnership for Academic Competition Excellence
grapesmoker wrote:Attending this event has made me think that NAQT doesn't care what the better players think of its questions. It cares mostly about catering to (what it thinks is) the tastes of the 3/4ths of the field that isn't going to complain about question quality, and it feels secure in its knowledge that that other 1/4th that actually cares will just show up anyway, because hey, it's a national championship.
Jeff, that's like having a tournament that contains 3/3 physics and me saying, "I don't see the problem with 3/3 physics because I can answer those questions."
Geography is a niche distribution that should have 1/1 per round.
sbkinney wrote:The cost was relatively high. However, NAQT does provide transportation and lodging for volunteers to help ensure that quality moderators are present. I think that this policy helps ensure that more experienced and competent staff are present than you might find at your typical tournament. It also allows for the massive number of trophies which NAQT awards. Correct me if I'm wrong, but I don't recall nearly as many awards being given out at ACF Nats in 2004. It would be nice if the cost could be cut some, but I don't think that the current cost is unreasonably high.
sbkinney wrote:However, if NAQT made the changes many of the most vocal dissidents suggest, I would almost certainly cease to participate. Let ACF be ACF, let NAQT be NAQT, and let CBI be CBI. If all three events were the same, there'd be no point in having three national events.
ekwartler wrote:Really? Trophies? I got one last year at ICT, it was a little plastic plaque that said something about my place individually in D2. Maybe this is my "ACF bias," and maybe it's self-righteous, but I don't need pieces of plastic to tell me how well or not well I did at a tournament. Most academic tournaments--including SCT--we run and that I've gone to in other regions give out books (mostly cheaply purchased at used book stores or donated) as prizes. Regardless of that, there were no trophies at ACF nationals this year, and I personally heard no complaints. Perhaps next year, just in case, I'll bring cookies in case the winners want one on top of the respect and congratulations they get from their peers.
yoda4554 wrote:I also think that questions such as the "barbershop quartet" one are good precisely because they reward knowledge, while one can't prepare for them.
Chris Frankel wrote:I think Eric may be a little harsh on the trophy issue, not in the sense that your average player needs a trophy for validation, but in the sense that it can be a reasonably interesting way of presenting awards, and in the sense that those things can have some good in terms of impressing administrative types for the sake funding future club endeavors. But that said, it probably is worth questioning whether it makes sense to provide trophies to the fourth place undergrad individual scorer or the tenth place D2 scorer if the costs are such that an entry fee twice what the most expensive circuit tournament may charge is necessary.
setht wrote:Before I start commenting on the questions, I want to comment on the issue of protests. My team wasn't involved in any game-deciding protests, but we did run into multiple protests in the course of our games. From what I've heard, it seems there were many protests through the course of the tournament, and it also seems that at least some of these protests were not resolved in a very satisfactory manner. I think there were several questions that were missing some alternate answers that should have been there; if this is the case, that's obviously something to work on for next time. Ultimately, NAQT should set a clear protest-resolution policy, make sure the teams and staff are aware of it, and then stick to it at all times.
setht wrote:-none of the bonuses felt like completely free 30s (there were certainly plenty of 30s on bonuses, but none of the bonuses felt ridiculous)
ValenciaQBowl wrote: To their credit, NAQT brass were emphatic about accurate scoresheet marking, as they want to investigate "answerability" of questions, so maybe that will help for future tournaments.
Ryan Westbrook wrote:I want to say something in response to this crucially true idea that naqt produces wild and aberrant single-game results. It's true that at any good acf tournament (see this year's nats), there are some "upsets." The difference for me is that after losing an acf round like that, you feel as though you deserved to lose it - i.e. you didn't buzz where you should have, you did buzz and said the wrong things, etc. When you lose those types of rounds at ict for example (assuming the existence of the type of defects that have been hashed out in this post already), often you're more inclined to just shrug your shoulders and think "huh, that was quick, how did that happen."
E.T. Chuck wrote:This tells you I haven't been to ICT since it was run at Chapel Hill...
When did ICT go to a prelim bracket format? Whatever happened to power-matching every round all the time because of the inherent problems associated with "arbitrarily" assigning teams into divisions?
Am I the only one who misses ladder play?
grapesmoker wrote:When I approached R. Hentzel during the tournament and expressed my dissatisfaction with the questions, I got a brief nod for my troubles and no indication whether anything I had said (and I hadn't had a chance to go into detail) would be taken into account.
Dan Greenstein wrote:E.T. Chuck wrote:This tells you I haven't been to ICT since it was run at Chapel Hill...
When did ICT go to a prelim bracket format? Whatever happened to power-matching every round all the time because of the inherent problems associated with "arbitrarily" assigning teams into divisions?
Am I the only one who misses ladder play?
ICT has had the 4x8 bracketing system since 2004. They also had a variant of that system in 2001 and 2002, wherein the fields were divided 3x12 (in D1) and the playoffs consisted of four games cross-bracket (6x6).
In 2003, NAQT did some weird power-matching scheme that will probably not be repeated because the third place team got there by virtue of winning their last seven games despite losing to the fifth place team, thanks to a fortuitious draw in the last four games.
NoahMinkCHS wrote:Re: Swiss pairing, I would like to see it. After playing it for two years at HSNCT, I have to say I think it's a much better system than bracketed pools. It helps prevent stacked divisions (as were mentioned above) from skewing the results, and it makes the games much more intense on the whole. I know (in general) that I enjoyed the later rounds on Sat, where we played teams of even caliber, much more than the Fri/Sat AM rounds, where opponent quality was a crapshoot.
That said, it reminds me of another question I've been meaning to ask. My team (Georgia, Div II) lost 2 prelim matches to fall to the second pool. We then proceeded to almost run the table, losing only our final match in a blowout to Columbia. My question is this: If we'd beaten Columbia, we would have been 11-2... same as Harvard, Stanford and Caltech, the teams that played off for the 1st-3rd place spots. Based on my interpretation of the rules, that would have put us in a four-way tie for first. Am I right? If so, is this fair, given that we'd played only two top-bracket opponents versus seven for the other contenders? I know NAQT has very specific tie-breaking and playoff rules to eliminate... "weird" outcomes, but it seems like this one could have been a problem. (Which is why I liked the HS rules of Swiss-pair followed by double-elim playoff...) Any thoughts?
If so, is this fair, given that we'd played only two top-bracket opponents versus seven for the other contenders? I know NAQT has very specific tie-breaking and playoff rules to eliminate... "weird" outcomes, but it seems like this one could have been a problem. (Which is why I liked the HS rules of Swiss-pair followed by double-elim playoff...) Any thoughts?
cvdwightw wrote:(2) This is the second straight year where the brackets were distributed quite unevenly. Seriously, what was NAQT doing putting Chicago A, Berkeley, Rochester, Williams, Harvard, and Texas A&M in the same bracket? Or (slightly less egregious, but more personally annoying) Illinois, UCLA, Princeton, Texas, and Yale?
matt979 wrote:The main issue relates to how we treat teams that auto-qualified from hosting an SCT: There's no way to give them a specific ranking without resorting to some hand-waving, but hand-waving may still be superior to a demonstrably unfair result. This is obviously a problem we need to solve post-haste, since we do want the best possible SCT hosts, and the teams that do best at running tournaments are often (not always, but often) also the teams that play best.
Of course imbalance can also result from teams whose rosters change significantly from the lineup that played SCT to the one that plays ICT. Anyone with non-obvious insight about what adjustments (if any) to make, should write to ict at naqt.
matt979 wrote:Since I was notionally on the protest committee I'll take my share of responsibility for the Arminius/Herman resolution. My part in the conversation was limited to hearing Yaphe's assertion that the theologian was known only as Arminius. If Matt W. asserted otherwise then we should have researched that. (I don't know whether he made that assertion.) I can tell you there was also a biology protest that round in need of factual research, though that wouldn't excuse failing also to research some other factual protest.
jagluski wrote:You are not correct. All teams in the top bracket must finish ahead of the first place team in the 2nd bracket. Therefore, making the first bracket guarantees you 8th place. Even if you ran the table, you would have done no better than 9th.
NAQT wrote:...the top two teams will advance to the finals. This will be determined by overall record (i.e., teams' records from the first round-robin carry over).
vandyhawk wrote:One other thing I wanted to bring up is the 2 second response rule. Does anyone else think that's too short? ... ... ... I thought I'd see how others like the quick response requirement.
It might help if the complainers on this board could agree on two or three problems that they see as serious. There is nothing wrong with complaining on a bulletin board, but certainly you can see why it is difficult for NAQT, which basically runs a successful tournament, to respond in a satisfactory way to all of these complaints.
Third, I don't blame NAQT for the fiasco with the rooms. I don't understand how Maryland could have booked the rooms without knowing they were double-booked. When Casey was running around trying to figure out what to do, it seemed to me that this scenario was not entirely unanticipated by him. In that case, why not start the tournament in Jimenez to begin with, since there appeared to be no chance of interference in that situation? Regardless, I didn't find that delay particularly bad; at most it was an annoyance.
ReinsteinD wrote:It might help if the complainers on this board could agree on two or three problems that they see as serious. There is nothing wrong with complaining on a bulletin board, but certainly you can see why it is difficult for NAQT, which basically runs a successful tournament, to respond in a satisfactory way to all of these complaints.
Romero wrote:I know that I am thankful that college quiz bowl has ReinsteinD to sort out our issues for us. How would any of us deal with the complexity without his leadership. Perhaps we should appoint him head of a new college players association (modelled on his Illinois coaches association).
"but NAQT does get good people to write and edit their questions" ... HOW DO YOU KNOW?
Just out of curiosity, ReinsteinD do you have ANY connection to the college game? Pardon me if I think your opinions on the college game in general or the ICT specifically are worthless. Hell most of your opinions on the high school game are half-baked.
And just in case this is not clear...the proper reply to this post is silence. I look forward to a continued discussion of the merits of ICT and the NAQT college game from those people with direct connections to it.
grapesmoker wrote:First of all, maybe you can tell me whether the above accusations have been leveled at any of the ACF tournaments this year or other outstanding events like MLK. The fact that they have not is, I think, indicative of the relative quality of the aforementioned events as compared with ICT.
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Folks concerned about electricity rate hikes received some good news this week. Robert Gruber, executive director of the Public Staff of the NC Utilities Commission (NCUC), told the Charlotte Business Journal he is opposing efforts by utility companies to recover costs for building new nuclear reactors before they are constructed.
Duke Energy's CEO, Jim Rogers, recently requested the NCUC allow his company to charge ratepayers for two new nuclear power plants Duke wants to build in South Carolina, BEFORE ground is broken for reactors that have no permits and may never be built. Rogers' request was made only days after the earthquake and tsunami in Japan which touched off the ongoing releases of radiation from the Fukushima reactors that are damaged beyond repair.
Gruber, whose job is to protect ratepayers, sees the writing on the wall in the wake of the Fukushima catastrophe – more review of nuclear plant design and the possibility of more regulations that will drive the cost of nuclear power even higher. Gruber thinks that natural gas and a mix of renewable energy is going to be cheaper for ratepayers. It's a twofer – better rates and better for the climate.
Unfortunately, Republican Representative George Cleveland of Onslow County, recently introduced a bill (HB 431) to repeal 2007 legislation, requiring utilities to get 12.5% of their energy from renewable sources by 2021. More than half of the states in the country have renewable energy requirements, ranging from 10% to 40% (NC's is very weak by percentage and timeline). Repealing this hard- fought legislation will only further delay efforts to tackle climate change. The utilities don't seem keen on repeal either as this legislation allows them to file for rate hikes with the NCUC for construction of new plants.
The Gruber announcement and the tragedy at Fukushima dealt critical blows to both the rate hike request and the reactors' viability.
Meanwhile Duke Energy's goal to scale up to 3,000 megawatts of renewable energy by 2020 isn't very ambitious if Rogers believes what he says about the seriousness of climate change. Duke needs a far more aggressive efficiency and renewable energy program for North Carolina along with canceling the nuclear power plants. This would protect ratepayers and help dial back climate change, instead of wasting precious time trying to finance and build new nukes.


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Exoglass® round fluted pastry cutter, specifically designed for cutting bases for tarts.
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MANILA (Reuters) - The United States has not met representatives of Syria's Islamic Front but a meeting is possible to broaden the representation of moderate opposition groups in talks to end the Syrian war, U.S. Secretary of State John Kerry said on Tuesday.
The United Nations has scheduled a peace conference on Syria for January 22 in Geneva to discuss a political transition to lead the country out of war. Key issues over who will attend remain to be ironed out.
"The United States has not met to date with the Islamic Front but it's possible it could take place," Kerry told a news conference in Manila where he is visiting.
"There is an effort afoot among all of the supporting nations of the Syrian opposition to want to broaden the base of the moderate opposition and broaden the base of representation of the Syrian people in the Geneva two negotiation," he added.
State Department officials have said talks with the Islamic Front could include lower-level officials from the United States, Britain and France.
The Islamic Front alliance, a union of six major rebel groups, has overshadowed the more moderate Free Syrian Army brigades, which are led by the Supreme Military Council (SMC) and backed by Western and Arab powers.
The group has rejected the authority of the SMC, the main opposition's military wing. A week ago, the Islamic Front seized control of SMC weapons depots in northern Syria although reasons for the move are unclear.
Last week, Lakhdar Brahimi, the U.N. mediator, set a deadline of December 27 for the opposition and Damascus to name their delegations for next month's talks but opposition sources said there were no plans to make a final decision before then.
(Reporting by Lesley Wroughton; Editing by Robert Birsel)


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When Jesuit priests founded Loyola in 1852, they looked to the very heart of their order for inspiration in choosing a name. They found their inspiration in St. Ignatius of Loyola, the founder of the Society of Jesus, and that's how Loyola—our Loyola—became the first institution of higher education in the United States to bear his name. To this day, we remain committed to the ideals embodied by the priests of the Society of Jesus throughout its rich history. Those Jesuit ideals include an emphasis on academic excellence, the importance of the liberal arts, and cura personalis—the education of the whole person. We strive to live up to the ideals set by St. Ignatius, and know they are integral to what Loyola has become.
Loyola University Maryland is a Jesuit Catholic university committed to the educational and spiritual traditions of the Society of Jesus and to the ideals of liberal education and the development of the whole person. Accordingly, the University will inspire students to learn, lead, and serve in a diverse and changing world.
At Loyola, this means that the curriculum is rigorous and faculty expectations are high. All undergraduates complete the core curriculum which includes courses in English, philosophy, theology, ethics, history, fine arts, foreign language, mathematics, natural science, and social sciences. Students are challenged to understand the ethical dimensions of personal and professional life and to examine their own values, attitudes, and beliefs. The University also offers a Catholic studies program for students interested in expanding their knowledge of the Roman Catholic faith.
In today's world, a graduate degree is often required for entry into various professions. Inspired by many of the same principles that shape our undergraduate programs, our graduate programs provide already accomplished students with the means to apply their skills and experiences to greater intellectual and professional challenges. Loyola seeks to prepare our graduate students for lives of meaningful professional service and leadership and to capitalize on potential benefits to both undergraduate and graduate students in terms of research opportunities, mentoring, and networking that are unique to comprehensive institutions.
In addition to academic coursework, the Jesuit mission is supported through a variety of programs and events sponsored by various University departments, including the office of mission integration, Center for Community Service and Justice, and Campus Ministry.
The education of men and women of compassion and competence, imbued with the desire to seek in all things the greater glory of God, represents the enduring aspiration of Loyola University Maryland. That ideal, first elucidated by St. Ignatius of Loyola, founder of the Society of Jesus and namesake of this university, continues to guide Loyola as it strives to lead students, faculty, staff, alumni and friends forward to the promise of an examined life of intellectual, social and spiritual discernment.
In pursuing these goals, Loyola asserts a bold ambition: Loyola University Maryland, anchored in Baltimore, will be a leading national liberal arts university in the Jesuit, Catholic tradition. The standards by which we measure that achievement will be many: the enrollment of outstanding students; the creation of a diverse and supportive community; the cultivation of a rigorous intellectual climate; the scholarly achievements of the faculty; the recognition of peers; the intellectual and professional attainments and generosity of spirit of the alumni.
Loyola will do so by providing undergraduate students with a liberal education that transforms them, that ensures they place the highest value on the intellectual life, and that instills in them an understanding that leadership and service to the world are intimately connected. Likewise, Loyola will be a recognized leader in graduate education, offering programs which are responsive to the needs of the professional and academic communities it serves, inspiring its graduate students to leadership, and inculcating in them the knowledge that service to the larger world is a defining measure of their professional responsibilities fully understood.
In all of this, Loyola will remain ever mindful of the Jesuit precept that the aim of all education ultimately is the ennoblement of the human spirit.
Learn more about the strategic plan for Loyola University Maryland: The Ignatian Compass.
From the time of their founding four-and-a-half centuries ago, Jesuits – beginning with their founder, St. Ignatius Loyola – have had a distinctive way of looking at life. Their characteristic Ignatian worldview has permeated their educational and spiritual apostolates, and has been shared with hundreds of thousands of women and men formed by Jesuit teaching and pastoral care. This Ignatian worldview includes the following characteristic notes or emphases: 1) openness and enthusiasm toward the whole of God's richly diverse creation and for the human person as its crowning glory; 2) hopefulness and pragmatism in seeking graced solutions to life's challenges through creative use of all available gifts and resources, tempered by realism and compassion about the reality of human weakness; 3) sustained critical attention to motivations and choices based on the conviction that individuals, through the exercise of their freedom, exert a real influence on their world and one another for good or for evil; and 4) commitment to a life of growing integrity and increasing service to God and others after the Gospel model of Jesus Christ.
As a Jesuit, Catholic university with a 150-year history, Loyola University Maryland adopts and adapts these characteristic emphases of the Ignatian heritage and reflects them in its life and work. Loyola's Jesuit tradition was complemented and enriched by the tradition of the Mercy Sisters when the University joined with Mount Saint Agnes College in 1971; and Loyola continues to remember and to recognize with gratitude the gifts which it received as a result of that joining, as will be seen in the text below. One of the particular ways in which Loyola preserves its religious heritage while recognizing and incorporating the necessary openness to pluralism which is characteristic of American higher education today is by encouraging all of its constituents to cultivate and to live by certain core values.
The order of the following core values in no way reflects a ranking in order of importance; indeed, while the values listed are discrete, they are also strongly connected and interrelated. There is a fairly broad consensus that the values most typically associated with Jesuit education in the public mind over the centuries, and still today, are its commitment to academic excellence and its focus on educating the whole person. There is also a widely shared sense that these two values, along with all the others which follow, are bound together by the characteristic Jesuit striving after the "greater good," the "better thing."
The paragraphs in italics are intended to offer a historical context which explains the distinctive Jesuit origins and character of each value (some which are certainly shared by non-Jesuit institutions of higher learning, and all of which are shared by non-Jesuits, non-Catholics, and non-Christians working at Loyola and other Jesuit institutions). These paragraphs thus remind Loyola that it is part of a greater reality which stretches across national boundaries, cultures, and several centuries. The non-italicized paragraphs summarize the consensus of the year-long discussions by more than 400 members of the Loyola University Maryland community. They, in turn, express the ideals toward which the University strives in understanding and practicing each of these values in its life today.
The Jesuit motto Ad majorem Dei gloriam means "for the greater glory of God"; and nowhere has the pursuit of "greater" heights of human achievement been better or more consistently exemplified in the Jesuit educational tradition than in the pursuit of academic excellence. The preeminence and consistency of this value in Jesuit schools no doubt explain why academic excellence is the hallmark most often associated with a "Jesuit education" in the minds of the world at large.
At Loyola, the pursuit of academic excellence includes promoting a love for learning, discovery, and integration across a wide range of disciplines and interests. The ideal of integration, in particular, represents one expression of Loyola's Catholic character; the University seeks that "higher synthesis of knowledge, in which alone lies the possibility of satisfying that thirst for truth which is profoundly inscribed on the heart of the human person." The University also situates itself within the Jesuit tradition of openness to a wide range of ideas by fostering and protecting academic freedom. Loyola seeks to inculcate habits of thinking which are both critical and creative. It seeks to provide state-of-the-art facilities and to employ methodologies which foster active personal engagement as well as collaboration. The University strives in various ways to foster, recognize, and reward high standards of professionalism and excellence in learning, teaching, and scholarship. It also seeks to promote high levels of expectation and accountability across its constituencies, which naturally includes a commitment to academic honesty as expressed in its honor code and attendant policies. As Jesuit schools have traditionally done, Loyola pursues academic excellence by preserving the intellectual heritage of the past while at the same time boldly advancing to embrace the future. This value thus contributes to a sense of Loyola's mission and identity as Catholic insofar as the University "assists in the protection and advancement of human dignity and of a cultural heritage" of humanism broadly construed. Loyola also joins itself to a long and venerable Jesuit tradition of encouraging education which is unapologetically open to faith and values, and which strives to integrate intellect with faith and with action for justice. Here again, Loyola embodies its Catholic heritage which encourages it "to promote dialogue between faith and reason, so that it can be seen more profoundly how faith and reason bear harmonious witness to the unity of all truth." Lastly, Loyola seeks to instill a love for learning in its constituent members which will create in them lifelong habits of ongoing learning and growth. In all this, Loyola seeks to enhance a growing sense of school pride within the institution, as well as a growing reputation for excellence outside it.
In the Jesuit tradition, human beings are understood to be spiritual at their deepest level. This conception of human nature traces its roots to the biblical account of creation which portrays human beings as created "in God's image and likeness." Jesuits, who take their name and identity from Jesus, see the human condition as further ennobled by that union of divinity and humanity which they believe to have taken place in the life and person of Jesus Christ. These beliefs, as well as their historical roots in the Christian humanism of the Renaissance, help to explain why Jesuits have long sought to reverence, celebrate, and care for all that is best about human beings and their existence. As a result, Jesuit institutions have been noted for respecting and responding to the unique needs of individual persons, as well as for helping them to identify and develop the full range and variety of their particular gifts and talents, especially with an eye toward service and leadership.
Loyola manifests its effort to honor, care for, and educate the whole person by encouraging its constituents to strive after intellectual, physical, psychological, social, and spiritual health and well-being. It does this in its curricula by emphasizing the formative potential of the study of the liberal arts. Loyola also seeks to encourage holistic growth outside the academic context by providing members of its community with a wide variety of resources and opportunities, and by encouraging them to appreciate the value and importance of well-integrated, restorative leisure. For instance, Loyola's commitment to the classical ideal of "a sound mind in a sound body" is reflected in its state-of-the-art Fitness and Aquatic Center and the variety of programs and opportunities which that facility offers to members of the University's extended family. The University also seeks to provide varied and innovative cultural and recreational programming which fosters community and which engages and develops minds outside the classroom context. Loyola offers a variety of retreat opportunities, as well as ecumenical and interfaith opportunities for prayer and meditation, to foster growth of the spirit within its members. Lastly, through its policies and procedures, Loyola seeks to call forth the best in its constituents, and to challenge them when they neglect or endanger their own well-being or that of others.
In the Jesuit tradition, living truthfully and integrally is one important way of imitating Jesus Christ, who Jesuits regard as "the Way, the Truth, and the Life." Beyond that, however, insistence on integrity and honesty has been seen in Jesuit education as a vital element in caring for and educating the whole person; these virtues are regarded as essential both for full realization of individual potential and for promotion of trust and harmony between persons.
At Loyola, the commitment to integrity and honesty is manifested in an atmosphere of open, civil discourse and careful, respectful listening where freedom of thought and expression are valued and protected. The University also supports honesty and integrity by striving in various ways to foster respect for oneself and one's own work, as well as respect for others and for their work and their basic human rights. The Honor Code and the Honor Council are two specific means used by Loyola to educate students about and to encourage the practice of academic and intellectual honesty. The Code and the Council serve to support the University's presuppositions that "students who are truthful on all academic matters and who submit academic work that is the product of their own minds demonstrate respect for themselves and the community in which they study, as well as a commitment to Jesuit education." . Loyola also hopes to instill in all members of its extended family a sense of balance, perspective, and personal satisfaction in trying hard and doing their best. Indeed, Loyola expects all of its constituent members to embrace, abide by, and help to enforce personal and professional standards of ethics – which represents one of many reasons for including the teaching and learning of ethics in the University's curricula. Loyola also strives to foster habits, standards, and structures of accountability which are consistently and fairly applied. All of the preceding helps to define the mindset which undergirds and comes to expression in Loyola's honor code, its personnel policies, and its other ways of proceeding.
Ignatius Loyola and his Jesuits have seen the world, in the phrase of the great Jesuit poet, Gerard Manley Hopkins, as "charged with the grandeur of God." This means that they regard the rich diversity of life and creation to be inherently good – even holy – insofar as that diversity shows forth countless reflections of the Creator's own inexhaustibly rich nature. Ignatius also conceived of his Jesuits from their inception as a global order at the service of the worldwide Church; and the Jesuit educational tradition, as a humanistic ideal conceived in the "age of exploration," has from the outset regarded greater breadth of knowledge and a more comprehensively global perspective as hallmarks of heightened excellence. Indeed, throughout their history, Jesuits have been noted for their openness to and close observation of cultures other their own, as well as for their efforts at mutually enriching intercultural dialogue. Many have distinguished themselves, for instance, by the careful study of indigenous languages in their adopted countries and cultures. Hence, it seems unsurprising that Jesuit schools have traditionally fostered openness toward and special interest in peoples, experiences, and ideas that are new, different, and diverse. The Jesuit educational tradition has sought to celebrate differences, while at the same time seeking out and highlighting fundamental human qualities which are shared across diverse cultures. Beyond its Jesuit heritage, Loyola has its own tradition and history of religious diversity. When the University was founded in 1852, one of its seven original students was non-Christian; and perhaps as a consequence, chapel attendance was never mandatory at Loyola. The current and ongoing commitment of the Jesuits to such diversity is expressed in the documents of their most recent General Congregation: "The signs of the times give stark proof of the fact that a faith doing justice must necessarily lead to ecumenical and interreligious dialogue and cooperation."
Seeking to increase its own diverse nature, Loyola encourages openness to new discoveries, ideas, methods, and perspectives, and it actively encourages and celebrates diversity in all forms. This includes promoting "awareness of and sensitivity toward differences of race, gender, ethnicity, national origin, culture, sexual orientation, gender identity, religion, age, and disabilities" as articulated in the University's current undergraduate and graduate catalogs. Indeed, Loyola sees diversity as an inherent source of richness and a necessary opportunity for learning and growth. In this, it accepts the contemporary challenge of the Catholic Church that universities "must become more attentive to the cultures of the world of today, and to the various cultural traditions existing within the Church in a way that will promote a continuous and profitable dialogue between the Gospel and modern society." Loyola also seeks to encourage all of its constituents to respect, value, and welcome "the inherent value and dignity of each person" as a gifted contributor to the community as a whole. The University is of course committed to challenging and repudiating prejudice in all its forms, and to encouraging global and international awareness, both within and outside its curricula.
Ignatius Loyola and his first Jesuit companions – in keeping with the values of Jesus who came "that all might be one" (John 17:21), and who urged his followers to love their neighbors as themselves – decided early on to bind themselves together as a community of "friends in the Lord" founded on shared faith, values, and mission. In so doing, they complemented their reverence for individual persons with a conviction that humans are social by nature – i.e., created for relationship – and that love is "a more excellent way" (I Corinthians 12:31). Having united themselves to one another, the early Jesuits then sought to include others in their faith vision and to "help souls" by whatever means came to hand. Imitating their example, Jesuit institutions historically have made community a high priority.
As a Jesuit institution committed to the value of community, Loyola strives to define its goals and values clearly so as to ensure unity of purpose and to encourage shared ownership for the University's mission and vision. Loyola also seeks to foster a spirit of trust, hopefulness, collegiality, and dialogue by providing members of its community with structures that encourage open sharing of ideas and values, and which encourage collaboration within and across institutional divisions and constituencies. The University joins here with other Catholic institutions of learning in encouraging community "animated by a spirit of freedom and charity… [and] characterized by mutual respect, sincere dialogue, and protection of the rights of individuals." In its ongoing commitment to hospitality and conviviality, which it expresses in many and various ways, Loyola recognizes a particular contribution of its Mercy heritage which is the legacy of Mount Saint Agnes College. Lastly, the University reminds its members of the practical wisdom of St. Ignatius, who encouraged people to give each other the benefit of the doubt – i.e., to be generous in spirit, and more ready to put a good interpretation than a negative one on each other's words, actions, and intentions.
Jesuits who practice openness to and appreciation for the rich diversity of God's creation are also concerned for its proper ordering and responsible use. In the "First Principle and Foundation" of his Spiritual Exercises, St. Ignatius presents the attainment of this sense of order and responsible use of creation – of wholeness, holiness, and the right ordering of relationships according to God's primordial plan – as the primary purpose for human existence. This sense of wholeness, holiness, and right relationships is also what the bible means by the term "justice." Belief in the importance of this practical, guiding value has thus naturally predisposed educators in the Jesuit tradition to a committed pursuit of justice as an inseparable correlate to an authentic life of faith. The pursuit of justice continues to inform and shape both the educational mission and daily dealings of life in Jesuit institutions, including colleges and universities. As recently as October 2000, Jesuit General Peter-Hans Kolvenbach stated: "As Jesuit higher education, we embrace new ways of learning and being formed in the pursuit of adult solidarity; new methods of researching and teaching in an academic community of dialogue; and a new university way of practicing faith-justice in society."
Loyola's commitment to justice begins at home with creation of an environment where each individual is valued and attended to, can live safely, and can express him or herself honestly. The University seeks to be sensitive to and supportive of individuals in their particular needs situations, and it also seeks by all available means – including fair and competitive wages and equitable application of policies and procedures – to provide for all its members a lived experience of consistency and fair play. Educationally, Loyola strives to foster global awareness, as well as a sense of solidarity with and care for all who struggle for justice. In particular, the University strives to foster awareness and understanding of first-world privilege, and of its attendant responsibilities for leadership and for advocacy of social and structural change. In advocating both actual and spiritual solidarity with and direct service of the materially poor, Loyola expresses a characteristic note of the spiritual heritage of Catherine McAuley and her Mercy Sisters which came with the joining of Loyola to Mount Saint Agnes College. Loyola also seeks to infuse its curricula and its day-to-day practices with justice-related themes and issues such as critical examination of unjust social, economic, and political structures, awareness of how personal and national choices contribute to the conditions of society, conservation of the global environment, and minimization of needless consumption.
Jesuits were the first religious order in the Church to liberate themselves completely from the constraints of the cloister in favor of full engagement with and activity "in the world." (It is interesting to note in this connection that the Religious Sisters of Mercy, whose tradition of service lives on at Loyola as a result of its joining with Mount Saint Agnes College in 1971, were the first order of religious women to establish similar freedom from the cloister.) The new and somewhat radical founding vision of Ignatius Loyola foresaw from the outset that his Jesuit companions should be "men on the move" – "contemplatives in action" whose lives were completely devoted to "reading the signs of the times" and responding creatively and concretely to the pressing needs of their world. In the Jesuit educational tradition, this "apostolic" or action-oriented focus has translated into a tradition of forming "men and women for others" who are committed to generous service which aims to create a more just world for all men and women. This "institutional commitment to the service of the people of God and of the human family in their pilgrimage to the transcendent goal which gives meaning to life" also marks Loyola as a Catholic institution of higher learning.
In keeping with this Jesuit tradition of commitment to service, Loyola offers to all of its constituent members a rich variety of opportunities for solidarity and service both within and outside the institution. These service opportunities extend Loyola's helping hand throughout the greater Baltimore area, as well as to the wider national and international communities. The University also seeks to encourage habits of caring, engagement, and civic responsibility by incorporating its own particular approach to service learning into its curricula, by reflecting a service orientation in its research interests, and by emphasizing and encouraging the connection between excellence, leadership, service, and development for the professions.
Very early on, Jesuits were recognized as innovators and leaders in educational methods, in approaches to foreign mission work, and in the giving of retreats and spiritual direction. Indeed, leadership would seem to flow naturally from a number of the other defining Jesuit values already enumerated here: openness and curiosity about all things new and different, commitment to the alleviation of human injustice and suffering, conviction that individuals can and should make a difference to their fellows, and commitment to bringing the best intellectual resources to bear on creative responses to problems and challenges. It was natural enough, therefore, that Jesuit educational institutions from their earliest beginnings should become renowned for training leaders who would go on to render effective service to their various human communities.
The Jesuit commitment to the particular form of service which is leadership continues to the present day. Loyola's commitment to this value includes identifying, developing, encouraging, and rewarding the exercise of gifts of leadership in all of its constituent members in all areas of their lives. The University likewise encourages in all of its members the regular practice of both leadership and "followership." In other words, it encourages its diverse constituents to think and act both as teachers and learners who lead by lived example, modeling the University's mission and values and contributing to the common good. Loyola hopes by all these means to continue forming alumni and alumnae – as well as other members within its extended family – who can serve as leaders and exemplars in the University, in their communities, and in society at large.
At the heart of Ignatian spirituality is the practice of discernment – an art which St. Ignatius learned through sustained careful attention to and reflection on his own experience. Discernment is based on several presuppositions, including: 1) humans have freedom, and their choices have consequences; 2) some choices are better – and freer – than others; 3) human choices are not only between good and evil, but are often between lesser goods and greater goods; 4) it is possible through attending to motivations, feelings, and patterns of decision-making to improve the freedom, goodness, and authenticity of one's choices. The early Jesuits also discovered the art of "communal discernment," whereby they were able to make corporate choices for their future as an apostolic body through shared deliberations. For Ignatius and his Jesuits, discernment involved prayer and the enlightenment of grace; they sometimes referred to their own practice of ongoing discernment as "seeking God's will for their lives." As they trained others in the practice of discernment, however, the art became practical as well as spiritual. Thus, Jesuit institutions have been known over the centuries for teaching people – regardless of their individual faith convictions – to think critically, to inform their consciences, and to cultivate habits of ongoing reflection and self-evaluation.
Loyola's commitment to carry on the tradition of discernment includes encouraging the practice of regular reflection and self-examination which foster awareness of personal freedom (or lack thereof), a sense of personal responsibility for choices and actions, and a balance between enlightened self-interest and promotion of the common ("greater") good. The University encourages this habit of reflection and self-examination by introducing its constituents to the Jesuit practice of the examen (a daily self-review) in a variety of venues – e.g., through its Messina courses, and through various projects of the Jesuit-Lay Committee. Loyola likewise encourages critical thinking and reflection by including the study of ethics in its curricula, and by offering seminars and employing pedagogies (such as debate) which foster both the expression and critical refinement of opinions. Loyola seeks in general to foster open expression and careful consideration of a wide range of viewpoints and positions, cultivating in its constituents an awareness that argument or difference of opinion can be accommodated without compromising mutual respect. In service of this core value of discernment, the University continues to recruit qualified Jesuit faculty and administrators who can share their particular expertise in discernment within the Ignatian tradition; but Loyola also offers to all of its constituents a variety of supports, resources, and opportunities – including Ignatian retreats – to enhance their efforts at making freer and more well-informed choices.
As noted at the outset, "for the greater glory of God" is one expression of the Jesuit ideal of the magis – that is, commitment to the "greater good" or the "better way." For Jesuits themselves, of course, this "better way" is the model of charity and self-sacrifice which they seek to emulate in the person of Jesus Christ. Within Jesuit institutions, however, this ideal – which presumes and builds upon the practice of discernment – has played itself out in a broad-based commitment to ongoing evaluation and improvement at both the personal and structural levels. The ideal of the magis undergirds a certain restless pursuit of excellence across the board – a refusal to be satisfied with mediocrity, or to become easily contented with the status quo.
Loyola challenges itself and its constituents to strive for improvement on an ongoing basis by holding out an ideal of personal wholeness and integration as the ultimate horizon of growth while simultaneously recognizing that development and growth require time and sustained effort. The University seeks to encourage its constituent members to think creatively and to challenge the status quo when appropriate. Loyola also seeks to foster habits of learning, inquiry, and personal and corporate self-examination which will encourage ongoing growth and change in its members, even after they leave the University community. Lastly, Loyola seeks to recognize and reward the pursuit and achievement of excellence, and to continue attracting high-quality students, faculty, administrators, and staff from a wide variety of backgrounds and religious traditions who will embrace, own, and promote the Ignatian core values which have been elucidated in this document.


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How do you choose to discipline your child? Time out, taking away privileges, or spanking? One Texas Representative wants to protect parents who decide corporal punishment is the best way to keep their kids in line.
To spank or not to spank. That's the question many parents are asking themselves these days. Parents who spank their kids in public may get disapproving looks, but State Representative Harold Dutton of Houston wants to make sure they won't be getting in trouble with the law for child abuse.
Dutton's proposed House Bill 383 simply states that a parent or guardian of a child has the right to use corporal punishment as a reasonable discipline of the child. Some parents like the idea.
" I do believe that's a good idea because people will try to get you in trouble," said Brenham resident, Tammy Johnson.
Several school districts across the state still give parents the option of corporal punishment in schools, which would be paddling. Brenham is one of them. .
" In a community like Brenham and a lot of other smaller communities, I think corporal punishment is effective. I think it is a great deterrent for a lot of students," said Brenham ISD Assistant Superintendent, Jim Bruce.
Director of student services, Jon Forsythe, has been an educator for 30 years. He strongly believes corporal punishment works for some.
" I think being able to use a paddle for a student is just another tool. Basically in my 8 years as principal in Brenham, we are kind of limited to discipline. We have to be creative. Discipline is given to change an unacceptable behavior," said Forsythe.
School officials say many parents in Brenham are o.k. with letting schools paddle their students if necessary, while others say no.
" No. I don't because I would rather bring my kids home and discipline them myself. I wouldn't want anybody else to do that," said Johnson.
Brenham's school district isn't the only one in the Brazos Valley that uses corporal punishment. Other school district's include Huntsville, Madisonville, Somerville, Calvert, Caldwell, and Mumford.
Most school district's say corporal punishment is not used very often, but school officials say they are glad to have another option when it comes to discipline.


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ESPN is dropping its collaboration on a TV project about football league head injuries.
According to a New York Times report, the network is said to have received pressure from the NFL to withdraw from the Frontline documentary called "League of Denial: The NFL's Concussion Crisis," about the risks of football injuries on the brain.
The two-part investigative project is scheduled to air on PBS on October 8 and 15.
- Derek Thompson, senior editor for The Atlantic. He tweets @DKThomp.
From NPR and WBUR Boston, I'm Jeremy Hobson. It's HERE AND NOW.
HOBSON: ESPN is ESPN is dropping its collaboration on a TV project about football league head injuries. The New York Times reports that the network was pressure by the NFL to withdraw its name from the "Frontline" documentary "League of Denial: The NFL's Concussion Crisis." It's about the risks of football brain injuries, and it's scheduled to air on PBS in October. But now, it appears without ESPN's name on it.
Derek Thompson is the business editor at The Atlantic. He joins us from New York, as he does each week to discuss. Derek, welcome.
DEREK THOMPSON: Good to be here.
Well, let's first hear a clip from the trailer for the documentary.
UNIDENTIFIED MAN #1: Mike Webster is top 100 players of the century and the best center ever that played the game.
UNIDENTIFIED WOMAN: It was his changing personality where he didn't trust anybody. He thought everybody was out to get him. That wasn't the Mike I knew and loved. That was the brain injuries.
UNIDENTIFIED MAN #2: He was homeless, and he was living in the bus station.
HOBSON: So that's from the documentary. Dwayne Bray from ESPN was quoted in The New York Times at the Television Critics Association event on August 6 as saying, "We respect 'Frontline' greatly. They respect us. And the NFL is going to have to understand that." So what happened here?
THOMPSON: Right. So ESPN has, for a long time, faced scrutiny over how it covers its most important business customer/partner, the NFL. Think of The New York Times is relying on the Treasury Department for funding while it tries to report on economic policy, you can - it's a pretty fraud relationship. But what ESPN has always said is, don't worry. We had editorial independence. And so what's really weird here is that reports have the NFL sitting down with ESPN, saying, we hate this documentary. And then ESPN turning around and saying, we no longer support this documentary that we've spent all this money on and had our journalists contribute to.
So, you know, ESPN is many, many things, including the largest media company in the world. But it's also a journalism company. And this looks really bad from journalism perspective.
HOBSON: And it's paying more than a billion dollars a year, by the way, to broadcast "Monday Night Football." What is ESPN saying about these accusations, that the NFL pressured it to withdraw?
THOMPSON: ESPN is saying, this isn't about the NFL controlling us. This is about ESPN controlling journalism that has the name ESPN on it, and "Frontline" isn't giving us enough editorial control. But ESPN was never going to have final say over the documentary. That hasn't changed.
What's changed is the NFL and Commissioner Roger Goodell reportedly had a meeting with ESPN and President John Skipper about the NFL really hating this documentary. And then a few days later, ESPN drops its name from the project. So that looks an awful lot like ESPN caving on a journalism project for business reasons.
HOBSON: But we've heard about the risks of brain injuries in football. What was it that's so - it hasn't been broadcast yet. But what is so damning about what's in this film?
THOMPSON: Right. Frankly, we don't know, Jeremy. But what is so ironic, I think, is that, at the end of the day, what journalists want to do with their controversial reporting is have as many people as possible watch it, listen to it, react to it. And ironically, by creating a tremendous controversy over this "Frontline" documentary and head injuries, this documentary is going to be seen by a vast - by vastly more people that it would have otherwise.
HOBSON: Yeah.
THOMPSON: And so, the NFL and ESPN, to a certain extend, have ironically given this doc the best possible publicity it could receive.
HOBSON: Derek, just before we let you go - we just have a few seconds left - but I know that you've met John Skipper, the president of ESPN, in Bristol this week - Bristol, Connecticut. What did he say?
THOMPSON: It was rather remarkable, actually, in retrospect. It was Wednesday. It was 1 o'clock at Bristol, Connecticut, ESPN headquarters, and he said, we are proud of our record, reporting on NFL concussions. And then 26 and a half hours later, ESPN pulls out of this project.
HOBSON: Derek Thompson, business editor at The Atlantic. It's going to be an interesting story to watch. Thanks so much as always.
THOMPSON: Good to be here.
HOBSON: And we'll be back in one minute. HERE AND NOW. Transcript provided by NPR, Copyright NPR.


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Newsletter Archives
Washington, DC, September 9, 2011 – Finding ways to create jobs is the first order of business for government at all levels these days. But even as our elected officials debate ways to move the economy forward, Certified Financial Planner Board of Standards Consumer Advocate Eleanor Blayney, CFP®, says everyone should be looking inward at their own ability to change their employment future.
"Each of us, employed, under-employed, or out of work, needs our own lifetime job program," says Blayney. "Given the pace of technological change plus our longer lives, the reality is that we will have not one, but several, careers in our lifetime. Flexibility and versatility are necessary attributes for job success, as is the realization that to remain competitive we have to be 'looking for work' for the rest of our productive lives."
Even while government continues to find ways to stimulate job growth, Blayney has some tips everyone can use to take control of their futures in this current job market:
With an uncertain economy and more debate ahead on how to create jobs ahead, Blayney encourages everyone to take these decisive steps now to improve their personal job outlook.
"When it comes to employment, each of us must become the boss of our own productivity," Blayney says. "We simply cannot wait for jobs and the resulting financial security, to come to us – we have to make our own opportunities. It's time to get Americans to work."
ABOUT CFP BOARD: The mission of Certified Financial Planner Board of Standards, Inc. is to benefit the public by granting the CFP® certification and upholding it as the recognized standard of excellence for personal financial planning. The Board of Directors, in furthering CFP Board's mission, acts on behalf of the public, CFP® certificants and other stakeholders. CFP Board owns the certification marks CFP®, CERTIFIED FINANCIAL PLANNER™, CFP® (with plaque design) and CFP® (with flame design) in the U.S., which it awards to individuals who successfully complete CFP Board's initial and ongoing certification requirements. CFP Board currently authorizes more than 63,000 individuals to use these marks in the United States.
Dan Drummond, Director of Public Relations
E: email@example.com
Twitter: @CFPBoardmedia
# # #
Work with the Highest Standard.
» Financial Planning Guides » Working with a Financial Planner » Find a CFP® Professional
More Tips & Resources


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Former resident to sign copies of her book Saturday
Some nightmares last years, but they all eventually end.
Laura Proctor's nightmare was a parent's worst — her 9-year-old daughter, Christie, was abducted and murdered in the 1980s — and the ramifications lasted for more than a decade.
Proctor, a Big Spring native, wrote about her figurative trip to hell and back in "Desperate Enough To Win," and will sign copies of her book Saturday in Big Spring Mall.
The book signing will occur from 2 p.m. to 4 p.m. in front of Blum's Jewelers, which is owned by Proctor's brother, Greg Brooks.
For more information, you may subscribe to the Big Spring Herald or purchase an e-edition.


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This was all the excitement Sunday at my marina.
If you watch the video, my dock is the one to the right. My dock neighbors are friends with the owners of the 36' cruiser involved in the accident. They said the guys on the deck boat had towels covering their heads because it was raining when the accident occurred. The deck boat was running full speed when it broadsided the cruiser. The missing guy was killed, of course, and another is still in critical condition with head trauma. Sad.


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Program Director: J. Douglas Jaffe, DO Number of Fellowships: 3 Length of Training: 12 months The Section of Regional Anesthesia and Acute Pain Management (RAAPM) is responsible for the provision of regional anesthetics and acute pain management throughout the institution of Wake Forest Baptist Medical Center. The RAAPM section performs about 3500 peripheral nerve blocks, 2000 neuraxial blocks, and 600 continuous peripheral blocks yearly. This activity occurs in our state-of-the-art six-bed regional anesthesia area. Centrally located within our OR suite, the RAAPM area is well staffed and equipped to provide regional anesthesia for a wide range of surgical specialties.
The RAAPM Fellowship is an educational opportunity within the much-larger teaching milieu of the Department of Anesthesiology of Wake Forest School of Medicine. As such, RAAPM Fellows have full access to the infrastructure for research and education provided by the Department and the School of Medicine. Wake Forest Baptist Medical Center is a 980-bed hospital with 40 operating rooms. Direct Faculty supervision and guidance is provided by subspecialty-trained anesthesiologists with expertise in RAAPM.
Our routine practices includes nerve stimulating catheter techniques, ultrasound guided PNB, and ambulatory perineural infusions. The RAAPM section manages patients using a systems-based approach to multimodal analgesia.
Each day, one RAAPM Faculty, 2-3 residents and 1-2 Fellows provide care for patients in the RAAPM area. RAAPM Residents and Fellows are not assigned to an operating room. Instead, RAAPM Fellows working in the RAAPM area, perform regional anesthesia procedures as well as instruct Residents and conduct clinical research, under the supervision of the RAAPM faculty covering the RAAPM area. The Acute Pain Service (APS) is an integral part of the RAAPM Section. Unlike pain services at many other institutions, coverage of a Chronic Pain Clinic is not one of the responsibilities of this service. Instead, our APS is fully integrated into the process of perioperative patient care. The APS is committed to providing 24/7 care to patients with acute pain. Each day, a second RAAPM Faculty member, 1-2 Residents, and 0-1 Fellows, integrate postoperative and ambulatory care plans with the regional anesthetics initiated in the RAAPM area. Faculty, Fellows and Residents provide call from home. The RAAPM Fellow call commitment is always specific to the APS, always faculty supervised, and is approximately 1:8.Each of our Fellowship positions is designed to extend over one academic year. A strong didactic program enhances the RAAPM Fellowship education. Available didactics include Departmental Grand Rounds, Regional Anesthesia Subspecialty Conference, Morbidity & Mortality Conference and Oral Board Practice Sessions. Our Section supports a Visiting Clinical Preceptorship to our facility, and fresh cadaver dissections. Fellows are expected to participate and prepare presentations with faculty guidance. Each Fellow is also expected to participate in and present a research project with faculty mentorship, to be completed by the end of the academic year. Finally, an important element of the WFU Fellowship is the opportunity to maintain and enhance skills as a consultant anesthesiologist in a tertiary care facility. One day a week, the RAAPM Fellow functions at the level of Faculty— supervising residents and SRNA's or medically directing CRNA's for general OR cases. This responsibility is built into the WFU anesthesiology Fellowships in other subspecialty fields as well. This feature of the Fellowship means that a Fellow's application must be of sufficient quality to support these activities in addition to those of his or her Fellowship training, and that the applicant currently holds, or is eligible for an unrestricted North Carolina Medical License.
It is anticipated that each fellow will be able to complete and submit at least one peer-reviewed abstract or article for publication during the fellowship.
Interested individuals may also contact Dr. Douglas Jaffe at email@example.com for further information. Applications: The RAAPM fellowship generally coincides with the July to June academic year; applications are accepted through November 1 of the year preceding the July start date if positions remain available.
Applications may be submitted to Dr. Douglas Jaffe (Fellowship Director) or Sherry Meacham (Fellowship Coordinator). Thank you for your interest in our RAAPM Fellowship Program.
We will begin accepting applications in February, 2018 for the 2019-2020 academic year.
Phone 336-716-7194Fax 336-716-8190
Disclaimer: The information on this website is for general informational purposes only and SHOULD NOT be relied upon as a substitute for sound professional medical advice, evaluation or care from your physician or other qualified health care provider.


text: Student Profiles Anh Hong Do '06 Anh Hong Do '06 Home: Hanoi, Vietnam Major: Economics, with a minor in Government Editor's note: Check back in early October, as we begin to profile members of the Class of 2007! Why did you choose to come to Bowdoin? My high school classmate in Vietnam, Haianh '04, told me that she found this great small liberal arts college called Bowdoin. Before I had the chance to apply, I got a scholarship to study for two years at A-level in the United Kingdom, so I missed going to Bowdoin. After finishing A-level, my next logical step was to go to the London School of Economics. However, after I attended some lectures at LSE in my senior year, I did not like the 400+ students-per-class size and the fact that the school had no campus. I talked to Haianh and decided that Bowdoin, with its small class size and intensive interaction among students and faculty, was definitely what I was looking for. Why did you choose your major? My mother, my role model, is a commercial banker, so I grew up thinking I would eventually be like her. When I was in England, I chose to major in Economics, Law, Accounting and Math. So when I moved to Bowdoin, I naturally majored in Economics, and minored in Government. I think economics and government are very closely related to each other, and being able to think critically from both perspectives definitely gives you an edge. What has been your favorite course at Bowdoin? In my first year, I took Economics 208, "The Economic History of American Enterprises," with Professor Zorina Khan. In the very first lecture, she spelled out all her requirements and expectations of the course — it sounded unbelievably hard to me at the time. I saw some students walking out of the class, and wondered if I should stay. But I did, and Prof. Khan taught us an intensive and thorough history of how America grew to become the world's biggest economy. We learned how smart pro-business policies stimulated entrepreneurship, and the wave of business consolidation created huge conglomerates, and how their subsequent break-up impacted the economy. It was amazing because I felt that much of what I learned could be applied to Vietnam's economic model. It is like traveling through time — learning how the industrial revolution worked here, how the best practice was applied here, and then being able to travel to lesser-developed countries to integrate some of that knowledge. Have you engaged in any independent research while at Bowdoin? I did not do an independent research at Bowdoin but I did one while studying away at American University. My topic was on the controversy of the impact of World Bank's Structural Adjustment Loans on developing economies. It was a great experience since I could visit the World Bank, and several people at the Bank were very willing to provide feedback and data to my study. Did you study abroad during your time at Bowdoin? I did the [former] Colby-Bates-Bowdoin consortium program in London, and the Washington semester at American University focusing on economic policy. The CBB experience was great fun — after all, I was going back to London. But I absolutely loved the Washington semester. We had only a couple of classes, two days of doing an internship, and all the rest was spent on visiting think tanks (Heritage Foundation and the Brookings Institution, for example), World Bank, Inter-American Development Bank, the Federal Reserve, the Securities Exchange Commission, the IMF, and so many other great places. At Bowdoin, we learn a lot of theory. Here, we see which part of theory could come into play. Everything in D.C. is real, is current, and we were able to be a part of it. Meeting and discussing with respected figures in the economics field or other international realms was challenging but also practical and stimulating. We had the opportunity to sit in and listen to the venerable ex-Chairman of the Fed, Alan Greenspan, discussing the state of the economy. We also visited the Pentagon and the White House. What are your plans for after graduation? I interned at Goldman Sachs last summer, which gave me some advantage in securing an offer from a long/short equity hedge fund in New York City. The fund invests primarily in Japan, but also does business outside of Japan. So I hope to get exposure to the Asian equity market. This shall bring me closer to my final plan of returning home, hopefully in a position to contribute to the development of Vietnam's stock market. I have learned that doing business in Asia is very different from the way things are done in America. So besides getting a formal education in the U.S. (B.A. or M.B.A.), I hope lots of exposure to the Asian business world will help me understand how things are done there before I return home to work. What advice would you give to a prospective student or first-year about the Bowdoin experience? If you are still deciding, it would be best to visit the campus, talk to current students, professors, and sit in on several classes that interest you. The one thing I can say is that the skill sets and critical thinking that you learn at Bowdoin through its rigorous academic program and diverse extracurricular activities will help you succeed in any career path afterwards. Four years might seem long, but it flies by very fast. So make the most of your time and your opportunities here at Bowdoin. Challenge and be challenged — go U bears! Story posted on September 18, 2006 « Back | More Student Profiles | Go to News Home


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Understanding and Appreciating World War II VeteransNov 11 2010
Immerse your students in World War II battles, veterans, and services for Veteran's Day projects with these handy websites. [...] »
History and New MediaJul 7 2010
New media tools—invaluable resources or menaces of the digital age? [...] »
Using the Web to Learn Research and Presentation SkillsJul 7 2010
Direct your students through the historical research process with these digital resources. [...] »
Beyond Google SearchingJun 6 2010
Google is great, but not always applicable to the history classroom. Discover a whole new world of academic online searching. [...] »
Is the Internet a Reliable Source for History Content?May 5 2010
Encourage students to think critically about website content by introducing evaluation criteria and rubrics. [...] »
Historic Images are EverywhereMar 3 2010
Needed: directions to reliable databases for historic images. [...] »
Wikipedia: Credible Research Source or Not?Mar 3 2010
Factual accuracy isn't the main deterrent to citing Wikipedia. [...] »
Finding Skype CollaboratorsMar 3 2010
Classrooms can communicate locally and globally via Skype. Why not join the conversation? [...] »


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